TPACK Unit Plan
Kimberly Taylor
EDT 510
Fall 2011
I.
II.
Outline of the Unit Plan
Lesson #1 Outline
III.
TPACK Analysis of Lesson #1
IV.
Lesson #2 Outline
V.
VI.
VII.
VIII.
TPACK Analysis of Lesson #2
Lesson #3 Outline
TPACK Analysis of Lesson #3
References
I.
Outline of the Unit Plan
a. Unit Title & Subject Area
The theme of the unit is mystery for English Language Arts.
b. Grade Level
This unit is designed for 7th grade.
c. Goals
 Students will learn the elements of a mystery.
 Students will practice identifying the elements of mysteries.
 Students will contribute to a wiki.
 Students will write a mystery.
d. Learning Objectives
 After learning the elements of a mystery, students will create a graphic
organizer using Microsoft word of the vocabulary words and read mysteries
online and identify the various elements found in those mysteries and then try
to solve the mysteries.
 While reading a novel, students will summarize chapters and add their
summaries to a wiki. Students will identify the most important parts of
chapters and add content to the wiki pages.
 Once students have learned the elements of a mystery and read several short
mysteries and a mystery novel they will get to write their own mystery. They
will go through the writing process by filling in a mystery graphic organizer,
composing a rough draft that they will revise and edit, and finally typing their
final draft and creating a cover using Microsoft Word.
e. Characteristics of the Students
The students that will be completing this unit are reading below grade level. To help
these students succeed I will be working with them in a small group. This will allow
me to provide each individual student with more attention and support. Also, by
incorporating technology the students will have opportunities to practice identifying
elements of mysteries and solving them with online mysteries, they will get to
collaborate on the wiki, and they will be able to publish their own mystery using the
computer.
f. Instructional Procedures
The lessons in this unit will be taught using lecture with discussion, small group
discussion, graphic organization, collaboration, and individual conferencing.
g. Materials, Resources, and Technology
The following items are needed to complete the lessons in this unit.
1. Classroom Computer
2. Promethean Board
3. Microsoft Office Software
a. PowerPoint
b. Word
4. Computer Lab with Internet Access
5. Class Wiki
6. Class Set of The Dead Man in Indian Creek
h. Assessment Strategies
I will use formative assessment strategies to gauge where my students are at and
adjust my instruction as necessary. Students will receive credit for completing work,
but will not be graded for accuracy in formative assessments. I will use summative
assessment strategies to assess specific grade level content expectations set for the
students. These assessments will be graded with rubrics.
Formative Assessment Strategies:
 Observing students while working
 Classroom discussions
 Graphic Organizer
 Identifying elements of mystery in online stories
 Contributions to wiki
 Working through drafts of paper
o Writing process
o Peer review
o Conferencing with teacher
Summative Assessment Strategies:
 Elements of mystery quiz
 Student’s mystery writing
 Mystery unit test
i. Lesson Plans
1. Analyzing the Elements of a Mystery
2. The Dead Man in Indian Creek wiki
3. Writing a Mystery
II.
Lesson #1 Outline
a. Lesson Title
The Elements of Mystery
b. Lesson Author
Kimberly Taylor
c. Grade Level / Subject Area
This lesson is designed for a 7th grade English Language Arts class.
d. Time Allotted for Lesson
This lesson will require three class meetings for students to be introduced to the
elements of mystery, create a concept map (graphic organizer), and read mysteries to
practice identifying the elements.
e. Short Description of Lesson
This lesson will begin with students learning the elements of mystery through a
PowerPoint. While viewing the PowerPoint and discussing the content, students will
be taking notes. Then, they will create a graphic organizer using Microsoft Word
where they will type the definition with an example and an image. They will then take
the knowledge they have obtained and apply it when identifying these elements in
mysteries they will read online at http://kids.mysterynet.com/.
f. Classroom Layout and Grouping of Students
I will be conducting this lesson with a group of four students. These students are
reading below grade level and need more support while working. The first day
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students will be in my classroom in individual desks for the PowerPoint. The second
and third days we will be in the computer lab so each student can have access to a
computer.
Grade Level Content Expectations
R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre
including mystery, poetry, memoir, drama, myths, and legends.
R.CM.07.01 connect personal knowledge, experiences, and understanding of the
world to themes and perspectives in text through oral and written responses.
S.DS.07.03 discuss written narratives with a variety of literary and plot devices (e.g.,
clearly described setting, sequenced events, complex major and minor characters,
dialogue, suspense, and specific character actions such as gestures, movements, and
expressions).
Michigan Educational Technology Standards for Students
6-8.CI.3. illustrate a content-related concept using a model, simulation, or conceptmapping software.
6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammarchecker, calculator) to maximize the accuracy of technology-produced materials.
Instructional Objectives
By viewing and discussing the elements of mystery in a PowerPoint, creating a
graphic organizer, and analyzing the elements of mystery in various online mysteries,
students will be able to
1. Decide if a piece of writing is a mystery,
2. Identify the elements that exist in a mystery,
3. Organize their knowledge in a graphic organizer,
4. Understand the elements that they will need to include when they write their
own mystery.
Materials, Resources, and Technology
1. Classroom computer with Promethean Board
2. Microsoft Office Software
a. PowerPoint
b. Word
3. Computer lab with internet access
4. http://kids.mysterynet.com/
Students’ Present Level of Performance and Skills
Before completing this lesson, students should have some basic computer skills. They
should be able to use Microsoft Word and be able to navigate a website. My students
have done both these things and should not have any difficulties using these
technologies.
Instructional Procedures
To engage students, begin by giving them a brief overview of how they are going to
become detectives. Then, tell them that before they can begin their investigations they
must learn more about mysteries. Before beginning the PowerPoint, ask students what
they know about mysteries to activate their prior knowledge. Then, during the
PowerPoint, describe the various elements and ask students to give their own
examples. Once students have learned the elements of mystery, have them create a
graphic organizer using Microsoft Word. The graphic organizer has each definition,
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an example of the term, and also an image. This graphic organizer serves as a visual
support for students, which helps them organize and recall information better (Swaim,
2009). Next, have students apply their knowledge of mysteries by reading short
mysteries at http://kids.mysterynet.com/ and identifying the elements in them. Show
students how to find different mysteries on this website and also demonstrate using
the think aloud strategy how to identify the elements within each mystery. Give
students sufficient time to read at least three mysteries. Discuss findings with
students.
Supplemental Activities: Extensions and Remediation
If students are experiencing difficulties with the graphic organizer, I can demonstrate
the steps to create one or work individually with a student. If students are having
trouble with the mysteries, I can do an additional think aloud, we can complete one as
a class together, or we can review specific elements that students do not understand.
Additionally, if students need more practice, they can read additional mysteries from
the website at home.
Adaptations for Special Learners
Several adaptations can be made in this lesson for students with special needs. Instead
of focusing on all the elements of mystery at one time, they could be broken down
into smaller groups. Students could work in pairs to create their graphic organizer and
identify elements in the mysteries. I could read the online mysteries out loud for
students. Since I am teaching a small group of students, I could work with them
individually.
Assessment
I will formatively assess students through observation, discussion, the graphic
organizer, and identifying the elements of mystery in online stories. Students will
receive credit for their graphic organizer and identifying the elements of mystery in
online stories, but will only be graded on completion. Students will have a summative
assessment in the form of a quiz.
Student products
Click here to view students’ graphic organizers.
TPACK Analysis of Lesson #1
a. TPACK Components
1. Content (C)
 The elements of mystery.
2. Pedagogy (P)
 Group Discussion – the teacher activates students’ prior knowledge of
mysteries through discussion.
 Create a Graphic Organizer – the teacher has students arrange their
knowledge for future recall using software.
 Modeling – the teacher models how to identify the elements of mystery by
completing a think aloud while reading a mystery.
 Answering Questions – the teacher will provide students with questions to
help them apply their knowledge of the elements when reading mysteries.
3. Technology (T)
 Students learn the elements of mystery through a PowerPoint presentation.
 Students use software to organize their knowledge in a graphic organizer.
 Students use a website to apply their knowledge of mysteries.
4. Content Knowledge (CK)
I feel confident teaching the elements of mystery. I have a minor in language arts
and have previously taught a unit on mystery.
5. Pedagogy Knowledge (PK)
In this lesson I chose to use a class discussion to introduce the elements of
mystery. This will allow me to teach them the elements while keeping them
engaged and adding their own experiences to their learning. Also, I will be
teaching a small group of students, which will provide more individual attention
for each student, less classroom management issues, and also more frequent
informal student evaluations.
6. Technology Knowledge (TK)
I am very comfortable using the technology in this lesson. I have previously used
and created PowerPoint presentations for classroom use, frequently used
Microsoft Word, and have also familiarized myself with
http://kids.mysterynet.com/ in preparation for teaching this lesson.
b. Complex Interplay Between PCK, TCK, TPK, and TPACK.
7. Pedagogical Content Knowledge (PCK)
Teaching the elements of mystery using discussion, graphic organization,
modeling, and answering questions will be helpful for students. This will give
them the opportunity to hear and see the material, discuss it to come up with their
own examples to make it more meaningful, organize their knowledge, and finally
apply their knowledge when they identify the elements in the online mysteries.
Previously when I taught a mystery unit I did not have students come up with
their own examples or practice identifying the elements in multiple stories.
Consequently, when students took their quiz they did not perform as well as I had
expected. I think these additions to the lesson will help students have a more
meaningful learning experience.
8. Technological Content Knowledge (TCK)
The use of PowerPoint, Microsoft Word, and http://kids.mysterynet.com/ will
assist in the teaching and learning of the content. PowerPoint and Microsoft Word
will serve a similar function for the learning process. Students will see the terms
with definitions and then write them, see my examples and write their own
examples, and see my images and choose their own images. These visual supports
will help students learn the content. Also, http://kids.mysterynet.com/ offers many
short mysteries for students to read and solve. This will offer them many
opportunities to practice identifying the elements until they understand them.
Additionally, there are 28 different “solve-it” mysteries so students do not have to
work on the same mysteries. My former mystery unit did not provide multiple
mysteries for students. It would be unnecessary to print 28 mysteries for each
student, because most would not need to use all 28 to practice identifying the
elements of mystery. However, by using this technology it gives the student the
option to complete all 28 if they need additional practice.
9. Technological Pedagogical Knowledge (TPK)
Using PowerPoint helps the learning process by providing visuals during lecture
and discussion. To teach the elements of mystery I previously used a document
camera. This was fine for showing the definitions of words, but I did not have any
images. Since visuals aids are helpful in learning, the PowerPoint will allow me to
have images with the definitions. On http://kids.mysterynet.com/ students will be
able to read many short mystery stories. Previously, I did not have sufficient time
to teach multiple mysteries. We read one as a class and identified the elements
together. By using this technology I can help students with many mysteries. They
can read them independently during class or after school and then ask me any
questions they may have.
10. Technological Pedagogical Content Knowledge (TPACK)
In order to successfully teach this unit I thought about how the combination of
technology, pedagogy, and content can be integrated into the classroom to make
instruction that is constructive and meaningful for students. When designing this
lesson plan I thought about the best ways to communicate knowledge to my
students. First, I must know about the content, the elements of mystery. Next, I
needed to decide how to teach the content. I knew it would be helpful to present
the new information to the students, give them time to discuss their own ideas,
organize their thoughts, and also apply their new knowledge. Then, I needed to
decide what technologies I could use to enhance the students’ ability to learn this
content and also support my pedagogical strategies. I decided to use PowerPoint
at the beginning of my lesson to present the information, provide visuals, and also
support discussion. I chose Microsoft Word as the concept mapping tool because
the students are familiar with Microsoft Word, it has spelling and grammar check
available, and it also allows students to add symbols, pictures, and clip art. This
graphic organizer will be used to help students learn the elements, provide a
visual representation, be used as a reference, and will also be used as a study
guide. The final technology I incorporated was a website,
http://kids.mysterynet.com/, where students will read mysteries and identify the
elements of mystery that are in the stories. This will provide students with many
opportunities to practice applying their knowledge. Having taught a mystery unit
before, I know that it can be taught differently. However, without TPACK the unit
was limited and lacking the power to truly impact student learning. This lesson
has the ability to work because of how the content, pedagogy, and technology
work together. Any of these components in isolation would not create a
meaningful and productive teaching and learning environment.
IV.
Lesson #2 Outline
a. Lesson Title
The Dead Man in Indian Creek wiki
b. Lesson Author
Kimberly Taylor
c. Grade Level / Subject Area
This lesson is designed for a 7th grade English Language Arts class.
d. Time Allotted for Lesson
This lesson will require five class meetings for students to read a short mystery novel
and contribute to the class wiki.
e. Short Description of Lesson
This lesson will begin with an introduction to the novel. We will view the cover and
read the back description to make predictions about the novel. As we read each
chapter, students will take turns writing chapter summaries and predictions and
adding them to the class wiki. As students post their summaries and predictions, their
classmates will be able to add content or questions to the pages.
f. Classroom Layout and Grouping of Students
I will be conducting this lesson with a group of four students. These students are
reading below grade level and need more support while working. Students will be in
my classroom in individual desks while reading the novel. When possible we will be
in the computer lab so each student can have access to a computer to contribute to the
wiki simultaneously. When we are not able to go to the computer lab, students will
take turns using the two classroom computers to post to the wiki.
g. Grade Level Content Expectations
R.WS.07.06 fluently read beginning grade-level text and increasingly demanding
texts as the year proceeds.
R.NT.07.01 identify how the tensions among characters, communities, themes, and
issues are related to their own experiences in classic, multicultural, and contemporary
literature recognized for quality and literary merit.
R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre
including mystery, poetry, memoir, drama, myths, and legends.
R.NT.07.03 analyze the role of antagonists, protagonists, internal and external
conflicts, and abstract themes.
R.NT.07.04 analyze author’s craft including the use of theme, antagonists,
protagonists, overstatement, understatement, and exaggeration.
R.CM.07.02 retell through concise summarization grade-level narrative and
informational text.
h. Michigan Educational Technology Standards for Students
6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts,
videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other
audiences.
6-8.CC.3. identify effective uses of technology to support communication with peers,
family, or school personnel.
6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in
questionable online activities (e.g., posting photos of risqué poses or underage
drinking, making threats to others).
6-8.DC.7. describe the potential risks and dangers associated with online
communications.
i. Instructional Objectives
By reading and discussing a mystery novel, writing chapter summaries and
predictions, and contributing to a class wiki, students will be able to
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5. Recognize the elements of mystery in a novel,
6. Make connections between their own life and the novel,
7. Determine the purposes of the antagonists and protagonists in a novel,
8. Retell the story in their own words through chapter summaries,
9. Use a wiki to collaborate with peers,
10. Understand the responsibilities associated with online activity.
Materials, Resources, and Technology
5. Class set of The Dead Man in Indian Creek
6. Classroom computer with internet access and Promethean Board
7. Computer lab with internet access
8. Class wiki
Students’ Present Level of Performance and Skills
Prior to this lesson, students will learn the elements of mystery, which will help them
to be successful in this lesson. They will also need to know how to type, which all my
students have previously done in class.
Instructional Procedures
To engage students, begin by introducing the novel, The Dead Man in Indian Creek.
To introduce it, have students look at the cover and read the back description out
loud. Have students make predictions about what might happen in the novel based on
this information. Then, begin reading chapters 1 and 2. Have students take turns
reading out loud and pause to point out the characters and setting. Show students the
class wiki on the Promethean Board. Explain that they will be contributing to the
class wiki by writing chapter summaries and by predicting what will happen in future
chapters. Demonstrate the expectations by completing chapters 1 and 2 as a class.
Discuss being responsible when working online. Read 4 chapters each day with
students. While reading, make connections between the text and personal
experiences, discuss the purposes of the protagonists and antagonists, and discuss the
elements of mystery. Every day the students will be assigned one chapter to add to the
wiki. If the computer lab is available, take students to the lab to add their summary
and predictions to the wiki. If computer lab is being used, students can take turns
using the two class computers. Encourage students to add content to other chapter
pages as needed.
Supplemental Activities: Extensions and Remediation
If students are having difficulties reading the novel, I can read it out loud. If students
are experiencing difficulties with the wiki, I can demonstrate additional chapters or
work individually with a student.
Adaptations for Special Learners
Several adaptations can be made in this lesson for students with special needs. Instead
of having students take turns reading out loud I could read out loud to the students.
Students could work in pairs to contribute to the wiki. I could type the students’
chapter summaries and predictions if they had difficulty typing. Also, since I am
teaching a small group of students, I could work with them individually.
Assessment
I will formatively assess students through observation, discussion, and the class wiki.
Students will receive credit for their wiki contributions, but will only be graded on
completion. Students will have a summative assessment in the form of an end of unit
test.
p. Student products
Click here to view our class wiki.
V.
TPACK Analysis of Lesson #2
a. TPACK Components
1. Content (C)
 Grade Level Text: The Dead Man in Indian Creek.
 Connecting text to personal experiences.
 Recognizing the elements of mystery in a novel.
 Identifying the purpose of protagonists and antagonists in stories.
 Summarizing narrative text.
2. Pedagogy (P)
 Group Discussion – the teacher activates students’ prior knowledge and
helps students connect to the text through discussion.
 Modeling – the teacher models how to write a chapter summary and make
predictions on the class wiki.
 Cooperative Learning – the teacher will create a class wiki where students
will add their own summaries and predictions, add content to other pages,
and ask questions.
3. Technology (T)
 Students use a wiki to demonstrate their knowledge of The Dead Man in
Indian Creek, their ability to summarize, and their ability to make
thoughtful predictions.
4. Content Knowledge (CK)
I feel confident teaching The Dead Man in Indian Creek. I have a minor in
language arts, have previously taught a unit on mystery, and have read this novel
before.
5. Pedagogy Knowledge (PK)
In this lesson I chose to use group discussion to introduce the novel, discuss the
elements of mystery in the novel, decide the purpose of the antagonists and
protagonists, and also for students to connect the text to their own experiences.
This will allow me to address the novel’s many purposes while keeping them
engaged and adding their own experiences to their learning. I will be modeling
what students will be expected to contribute to the wiki. This will help students
understand my expectations and will also give them the opportunity to become
familiar with this new tool. I will be using cooperative learning for students to
discuss the novel. This will help students learn from each other and practice their
writing skills.
6. Technology Knowledge (TK)
I am very comfortable using the technology in this lesson. I have previously
created wikis and contributed to wikis as a student.
b. Complex Interplay Between PCK, TCK, TPK, and TPACK.
7. Pedagogical Content Knowledge (PCK)
Teaching The Dead Man in Indian Creek using discussion, modeling, and
cooperative learning will be helpful for students. This will give them the
opportunity to discuss the novel, learn how to use the class wiki, and combine
their knowledge to create a learning tool. Previously when I taught a mystery unit
I did not use cooperative learning as a teaching strategy. I added this to the lesson
because research shows that learning in groups helps students perform better as
individuals and reinforces learning in general (Webb, 2002).
8. Technological Content Knowledge (TCK)
The use of the class wiki will assist in the teaching and learning of the content.
Summarization is an important skill that students need to practice frequently. The
Dead Man in Indian Creek is a short novel, but students would not have enough
time to write a thoughtful summary for every chapter during this lesson. By using
a wiki, students will be able to summarize some chapters and be able to view the
summaries created by other students. They will also get to add content and ask
questions on the other pages. By creating this resource online, students will be
able to collaborate whenever they have access to a computer with internet to
reinforce their knowledge of the novel and its literary components.
9. Technological Pedagogical Knowledge (TPK)
Using a wiki helps the teaching and learning process by adding a new level of
communication to the classroom. Previously, teaching stopped once the students
left the class. Now, with the addition of the wiki, teaching and learning can
continue beyond the one hour I see my students each day. While we are reading
the novel in class, students will be contributing to the wiki, communicating with
each other, and communicating with me. This technology will take our
discussions beyond the classroom.
10. Technological Pedagogical Content Knowledge (TPACK)
In order to successfully teach this unit I thought about how the combination of
technology, pedagogy, and content can be integrated into the classroom to make
instruction that is constructive and meaningful for students. When designing this
lesson plan I thought about the best ways to communicate knowledge to my
students. First, I must know about the novel, which is the main content, and them
be able to connect it to life experiences, summarize it, analyze the characters, and
identify the elements of mystery in it. Next, I needed to decide how to teach the
content. Since my students are struggling readers, it is helpful to read the text out
loud and have group discussions. This communication helps them learn from each
other and also helps me informally assess if they understand the content. Then, I
needed to decide what technologies I could use to enhance the students’ ability to
learn this content and also support my pedagogical strategies. I decided to use a
wiki to help them collaboratively learn about the novel. This allows the students
to collaborate with each other, communicate with me, communicate outside of
class, practice their writing skills, and reinforce learning. When I used this novel
in a mystery unit before students completed various worksheets and writing
assignments, but did not have a lot of interaction with each other. Applying
TPACK to this lesson will result in a more significant learning experience for
students.
VI.
Lesson #3 Outline
a. Lesson Title
Writing a Mystery
b. Lesson Author
Kimberly Taylor
c. Grade Level / Subject Area
This lesson is designed for a 7th grade English Language Arts class.
d. Time Allotted for Lesson
This lesson will require six class meetings for students to work through the writing
process as they write their own mystery stories.
e. Short Description of Lesson
We will begin this lesson by going over the expectations of their mystery story. Then
we will go over the graphic organizer they will use to plan their mystery. After they
complete their graphic organizer, students will write a rough draft, peer review their
rough drafts, conference with the teacher to revise and edit their paper, type their final
draft, and finally create a cover for their mystery.
f. Classroom Layout and Grouping of Students
I will be conducting this lesson with a group of four students. These students are
reading below grade level and need more support while working. Students will be in
my classroom in individual desks while filling in their graphic organizer, writing their
rough draft, peer editing, and conferencing with the teacher. When typing their final
drafts and creating their covers, students will be in the computer lab.
g. Grade Level Content Expectations
W.GN.07.01 write a cohesive narrative piece such as a memoir, drama, legend,
mystery, poetry, or myth that includes appropriate conventions to the genre
employing literary and plot devices (e.g., internal and/or external conflicts,
antagonists/protagonists, personification).
W.PR.07.01 set a purpose, consider audience, and replicate authors’ styles and
patterns when writing a narrative or informational piece.
W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g.,
graphically depict roles of antagonist/protagonist, internal/external conflict) and
informational writing (e.g., position statement/supporting evidence, problem
statement/solution, or compare/contrast).
W.PR.07.03 revise drafts to reflect different perspectives for multiple purposes and to
ensure that content, structure, elements of style and voice, literary devices, and text
features are consistent.
W.PR.07.04 draft focused ideas using titles, leads, and endings in a variety of text
structures to achieve a specific purpose for intended audiences when writing
compositions.
W.PR.07.05 proofread and edit writing using grade-level checklists and other
appropriate resources both individually and in groups.
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W.PS.07.01 exhibit personal style and voice to enhance the written message in both
narrative (e.g., personification, humor, element of surprise) and informational writing
(e.g., emotional appeal, strong opinion, credible support).
Michigan Educational Technology Standards for Students
6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas,
charts, graphics, sounds) to enhance communication with an audience and to support
creativity.
Instructional Objectives
By writing their own mysteries using the writing process, students will be able to
11. Write a mystery that uses the elements of the genre,
12. Use graphic organization as a prewriting strategy,
13. Work through drafts of their paper to ensure they have included all necessary
components,
14. Revise and edit their papers individually and with peers using a rubric,
15. Create an original piece of writing that exhibits their personal style.
Materials, Resources, and Technology
9. Pencils
10. Lined Paper
11. Blue Pens
12. Red Pens
13. Document Camera with Promethean Board
14. Computer lab
15. Microsoft Word
16. Printer
17. Graphic Organizer retrieved from
http://www.scholastic.com/content/collateral_resources/pdf/j/JanPlanMystery.
pdf
Students’ Present Level of Performance and Skills
Prior to this lesson, students will learn the elements of mystery, read several short
mystery stories, and read a mystery novel, which will help them to be successful in
writing their own mystery. They will also need to know how to type, which all my
students have previously done in class.
Instructional Procedures
To engage students, begin by telling them that since they have read so many
mysteries they are now going to become the writer as they create their own mystery.
Give each student a copy of the “Planning Your Mystery” graphic organizer from
http://www.scholastic.com/content/collateral_resources/pdf/j/JanPlanMystery.pdf. On
the Promethean Board, show students the graphic organizer and go through each
section together. As you go through each section, model how students could fill it in.
Give students the duration of this class to fill in their graphic organizer. As students
are working on this, provide guidance and make sure each student has an opportunity
to ask questions. Anything not completed during class will be homework. Begin the
next class with checking for completed graphic organizers and moving on to the
rough draft. Show students the rubric that will be used to grade their papers. Then,
model how to turn the sequence of events from the graphic organizer into a rough
draft on the Promethean Board. Students will spend the rest of the class completing
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their rough draft in pencil. Provide individual assistance for students as needed. Begin
the next class by checking for completed rough drafts. Provide each student with a
rubric and a blue pen. Have students work with a partner to peer review their rough
drafts. Remind students to make corrections and suggestions using the blue pen and
follow the rubric to check for all necessary items. After revising and editing with a
partner, each student will have a conference with the teacher. During this class, meet
with each student individually to revise and edit their paper in red pen. The next two
classes will be spent typing papers and creating covers in the computer lab. Have
students type their paper in Microsoft Word. When the have completed typing their
mystery, instruct them to create a cover in Microsoft Word. They should type their
title, name, and date on the cover and also find a picture that is relevant to their
mystery to include on their cover. Have students print their mystery and cover.
Finally, have students turn in their graphic organizer, rough draft, typed final draft,
and cover.
Supplemental Activities: Extensions and Remediation
If students are having difficulties with the graphic organizer I can provide additional
examples of the required elements. I can also model additional portions of this lesson
as needed.
Adaptations for Special Learners
Several adaptations can be made in this lesson for students with special needs. For
students who are struggling with putting their ideas on paper I could write as they
spoke. For example, during the sequence of events the student could tell me what they
wanted to happen in their mystery and I could write it in the boxes with them. I could
type the students’ mysteries if they had difficulty typing. Also, since I am teaching a
small group of students, I could work with them individually.
Assessment
I will formatively assess students through observation, discussion, and the teacher
conference. Students will receive credit for their graphic organizer, rough draft, final
draft, and cover if they are completed. The final draft will also serve as a summative
assessment, because in addition to receiving points for completing it, students will
receive points for including elements of mystery, having structure, solving the
mystery, and grammar.
Student products
Click here to view student mystery stories.
TPACK Analysis of Lesson #3
a. TPACK Components
1. Content (C)
 Writing a mystery.
 Using a graphic organizer.
 Creating drafts of papers.
 Revising and editing papers.
 Incorporating personal style in writing.
2. Pedagogy (P)

3.
4.
5.
6.
Group Discussion – the teacher activates students’ prior knowledge and
helps students connect to their writing through discussion.
 Modeling – the teacher models how to fill in the graphic organizer and
start a rough draft.
 Active Learning – the students will be actively learning while they
complete peer reviews and conference with the teacher.
Technology (T)
 Students use Microsoft Word to type their mystery and create their cover.
Students will complete their prewriting using the graphic organizer from
http://www.scholastic.com/content/collateral_resources/pdf/j/JanPlanMyst
ery.pdf.
Content Knowledge (CK)
I feel confident teaching a lesson on mystery writing. I have a minor in language
arts, have previously taught a unit on mystery, and have taught the writing process
before.
Pedagogy Knowledge (PK)
In this lesson I chose to use group discussion to activate students’ prior
knowledge and to help them while writing. This will help me to see where they
students are in their writing and if they need additional assistance. This will also
help the students get ideas from their peers. I will be modeling how students can
fill out their graphic organizer and start their rough draft. For many students the
hardest part of writing is getting started. By organizing their ideas and seeing how
I can transfer my ideas into a mystery I think the students will find transferring
their own ideas into a mystery less daunting. I will also be using active learning as
the students complete peer review and have teacher conferences. This will allow
students to talk, listen, read, write, and reflect as they are working.
Technology Knowledge (TK)
I am very comfortable using the technology in this lesson. I have frequently used
Microsoft Word and should not have any issues using it with my students.
b. Complex Interplay Between PCK, TCK, TPK, and TPACK.
7. Pedagogical Content Knowledge (PCK)
Teaching mystery writing using discussion, modeling, and active learning will be
helpful for students. This will give them the opportunity to discuss their ideas, see
how to work through the writing process, and work together to enhance their
learning experience. Previously when I taught a mystery unit I did not use as
much active learning. I did conference with students before, but I did not have
them peer review. I think this will be helpful because it will give them more
opportunities to read, write, discuss, and be engaged in their learning.
8. Technological Content Knowledge (TCK)
Using Microsoft Word and the graphic organizer from
http://www.scholastic.com/content/collateral_resources/pdf/j/JanPlanMystery.pdf
will assist in the teaching and learning of the content. Microsoft Word will help
the students with their spelling and grammar. The graphic organizer will be
extremely helpful for students as they plan out their story. I chose this resource
because with each story element it provides a definition and examples. This will
help students understand what is expected of them for each portion and will help
them organize their ideas. It also has a sequence of events that will help students
decide what should happen at the beginning, middle, and end of their story, which
is essential for them while writing.
9. Technological Pedagogical Knowledge (TPK)
Using Microsoft Word and the graphic organizer from
http://www.scholastic.com/content/collateral_resources/pdf/j/JanPlanMystery.pdf
helps the teaching and learning process. Microsoft Word is a program that
students will be using a lot in their educational future. During this lesson they will
get to use it to type their paper and to make their cover. It will be helpful when
students need to find correct spellings and fix their grammar. When conferencing
with students I circle the words that are spelled wrong and then they need to make
sure it is fixed before they submit their final draft. By using this technology they
are able to easily correct their spelling errors. The graphic organizer is a great
teaching tool. This resource will help me show the students what they need to
include in their paper, how to organize their ideas, and how to structure their
paper. Having one resource that will accomplish all these tasks will save time in
the classroom and will make the expectations clear for students.
10. Technological Pedagogical Content Knowledge (TPACK)
In order to successfully teach this unit I thought about how the combination of
technology, pedagogy, and content can be integrated into the classroom to make
instruction that is constructive and meaningful for students. When designing this
lesson plan I thought about the best ways to communicate knowledge to my
students. First, I must know how to complete the writing process and apply this
process when writing a mystery. Next, I had to decide how to teach the content.
My students tend to be more successful when we have discussions and they are
able to see what is expected of them. This helps them share ideas and build off of
these ideas. Then, I needed to decide what technologies I could use to enhance the
students’ ability to learn this content and also support my pedagogical strategies. I
decided to use the graphic organizer from
http://www.scholastic.com/content/collateral_resources/pdf/j/JanPlanMystery.pdf
to help students with their prewriting. The writing process can seem
overwhelming for students because they have so many thoughts and ideas and
have a hard time organizing them in a way that makes sense to them. This graphic
organizer can help alleviate this problem. Additionally, students will be using
Microsoft Word to write their final draft and create their cover. This will help
them with their spelling and grammar, and will also help me assess their learning.
Many students have atrocious handwriting, and I do not want their handwriting to
take away from the quality of their paper. I want to see what they learned and
what they were able to create without having to struggle through their story
because I cannot read their writing. Also, having a typed final draft and cover will
give students the opportunity to show off their published piece. Using the TPACK
approach in this lesson will give students a learning experience that will provide
them with skills that can be used long after this lesson is over.
VIII.
References
Swaim, C. (2009). Using visual supports to enhance language, learning and behavior for students
with autism [PDF document]. Retrieved from
http://gadoe.org/DMGetDocument.aspx/Using_Visual_Supports_to_Enhance_Language_
Learning.pdf?p=6CC6799F8C1371F63F8D656E372D77BC050EC77E19C7CADB5911
82F02DD80E84&Type=D
Webb, J. (2002). Benefits of cooperative learning in a multimedia environment [PDF document].
Retrieved from http://www.eric.ed.gov/PDFS/ED477457.pdf